Study On Academic Performance And Learning Strategies Of Tertiary Level Students

Abstract

Considering the interaction between the strategies of learning and academic performance is vital in teaching and learning environment. The purpose of the present study is to investigate whether there is a statistically significant correlation between students’ learning strategies and their academic performance in learning business and accounting courses. The Learning Strategies Scale was adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). This instrument includes 31 items concerning students’ use of different cognitive and metacognitive strategies and 19 items regarding student management of different resources. Students’ academic performance was measured by their Cumulative Grade Point Average (CGPA). A total of 312 business and accounting undergraduate students participated in this study. Based on the correlational analysis, the results showed that effort regulation was positively correlated to their academic performance. Nevertheless, there was no relationship between other subscales of the learning strategies and students’ academic performance. This study offers insights on the relationship between learning strategies and academic performance which could assist to develop instructional strategies in enhancing students learning skills.